Lesson Information Form (Lesson One)

Lesson #: _1_/_3_ Date of lesson: ____4/12/21____

Objectives
Students will read through an introduction PowerPoint on arranging popular music
Students will create their working groups
Students will be given their rubric for the project
Give students some time to pick a song for the project

Activities/Assessments
Introduction PowerPoint about arranging and the details of the project
Time to pick a song for the project
Informal assessment (exit slip stating names and song choices)

Materials:
Chromebook
Pencil

Class Groupings: Circle all that apply:

Small Group(s)
Individual(s)

Lesson Plan (25-30 minutes)

 Start with the presentation “Introduction to Arranging” (5-10 minutes)
o Starts with a description of what the project timeline will be, and what will be
asked of the students in this time
o Leads into a mini lesson on what arranging is, that has a lot of questions for
the students to test their prior knowledge (Assessing)
o Show the students the example that you made for them. Ask them how the
video you showed them relates to the concepts of arranging that you have just
introduced
o Give the students some helpful sources to help guide them through this project
o Give the students the options that they can use for the final performance of
their arrangement
 Give the students time to pick a song for the project (10-15 minutes)
o Give them sources to find songs, as well as find chords for their songs
 Give students their exit slip to finish before they leave

Lesson One Analysis

 I believe that my first lesson was pretty successful overall. I got through the
introduction PowerPoint in an efficient amount of time and was able to give the students
enough class time to pick a song and still make it back to class to play.
My students learned some basics of arranging in this first lesson, such as what is
melody and what is the accompaniment, how to start the process of arranging, and how to
research resources to help any sort of arranging project. These are all captured on video from
the first lesson. I assessed the students by introducing certain topics and asking them
questions based on an example that I gave them in class.
During the lesson, I felt as though the students needed some more time to look for a
song that they would not only have fun arranging, but it would also be in their skillset to
successfully arrange the said song. I added some more time onto the end of the lesson to
allow the students more time, and I think that that made the process of picking a song a little
less stressful for all of my students.
Throughout the first lesson, I was asking the students questions about the topics we
were covering, and was asking for original ideas based on those said topics (i.e. what
instrument is playing the melody here, what instrument would be good to play the
accompaniment on, etc.). Once we switched to actually looking for a song to arrange, I was
walking around while the students were filling out the exit forms, just in case they had any
questions, or in case I needed to check a song for musical appropriateness and difficulty.
Going into the next lesson, I will need to try and meet the students where they are.
This is a very stressful time in the semester, and most of them have minimal arranging
experience. I need to make sure that my assignment is not too difficult.
 Lesson Information Form (Lesson Two)

Lesson # : _2_/_3_ Date of lesson: __4/15/21__

Objectives
Teach students about transposing instruments and how that affects their arrangements
Teach students about treble and bass clef (each one usually has only played in one clef)
Demonstrate how to hear errors in your project and how to fix them
Demonstrate how to use and collaborate on flat.io
Give students time to work on their arrangements and ask for help

Activities/Assessments
Arranging Lesson
Music theory help
Error Detection Lesson
Free Work time

Materials:
Chromebook
Instruments
Instrument Masks
Bell Covers

Class Groupings: Circle all that apply:

Small Group(s)
Individual(s)

Lesson Plan (40 Mins)

 Start with a short recap of the project, the timeline, and the guidelines (5 mins)
o Go over the different performance options, the deadline, and the submission
requirements
 In-Depth Theory and Arranging Lesson (20 mins)
o Start with theory
 Bass clef v. Treble clef – where the lines and the spaces are, which
instruments play them
 Transposing instruments – how each instrument in the room is
transposed
o Error Detection – share a piece of music on flat.io and let the students view it
 Play the melody back, and ask what sounds wrong
 This also teaches the students how to use and edit on flat.io
 Time to work (15 mins)
o Pass out the exit slips from the first lesson that show which song the student
should work on (I picked)
o Walk around and assist the students
 o Summarize the day and prepare them for the next lesson at the end of this time

Lesson Two Analysis

For this lesson, I wish that I took my advice from my last lesson. I said that I should
try and meet the students where they are, but I still think that I made this project too hard
overall.
In this lesson, I tried to cram a lot of information at once, and I think that it would
have been helpful to separate these two big ideas over two lessons. One lesson about the
Theory and Arranging, and one about error detection and using the software. In this lesson,
the students learned about the difference between the clefs, transposing instruments, error
detection, and how to use flat.io. In my video, you can hear the students hear errors in the
arrangement I made, and also hear me work with a student about the different clefs.
I did not initially have a lot of time spent on error detection and flat.io techniques in
my original plan, but I decided to spend a little more time on that, as there is a learning curve.
I could tell that not all of the students were making connections on certain things, so I
decided to spend more time on it.
During the lesson, I asked a lot of questions to make sure that the students were still
on track. Once we switched to the work part, I answered every question that I got, and looked
at the students work on flat as they were working to make sure that they were all on the right
track.
The next lesson is the performance, so I think that I will leave a little time to clean up
the work at the beginning, just in case some of the kids are stressing out.
 Lesson Information Form (Lesson 3)

Lesson # :_3_/_3_ Date of lesson: ____4/19/21_____

Objectives
Tie up any loose ends for this project
Present a version of your arrangement to the class
Give thoughtful feedback to your peers

Activities/Assessments
Working on finishing touches for the project
Presenting the arrangement to the other peers
Peer review forms with positive feedback and constructive criticism

Materials:
Chromebook
Pencil

Class Groupings: Circle all that apply:

Small Group(s)
Individual(s)

Lesson Plan (40 mins)

 Review the guidelines for the assignment, and give the students the first minutes to
finish their projects, collaborate with their group, and share their projects with me
(Ten minutes)
 Share projects and fill out feedback forms (30 mins)
Lesson Three Analysis
After all of the information that I overloaded them with after the second lesson, I did
not think that the third lesson would be this good. Most of the projects were solid, and I had
groups submit then in the different choices that I allowed them to.
In this lesson, the students learned to think critically when giving feedback to their
peers. They had to listen to the original tune, the arrangement, and make connections between
the two. In the video, you can hear the students discuss different aspects about the projects
that they listened to, and they decided what was good and what could be better about each
one.
I feel like I did not have to make any adjustments from my written plan. After the first
two lessons, I had a good sense of what the students needed and where they were at, so I
think that this worked out for them.
I walked around during the performances and tried to ask some leading questions
about the arrangements if they could not think of anything. Is it easy to hear the melody?
Does the chord in measure 2 sound right? Things like that that can lead them to the right
answer without directly giving them the answer.